• Nenhum resultado encontrado

Interface (Botucatu) vol.20 número56

N/A
N/A
Protected

Academic year: 2018

Share "Interface (Botucatu) vol.20 número56"

Copied!
15
0
0

Texto

(1)

COMUNICAÇÃO SAÚDE EDUCAÇÃO 2016; 20(56):65-76 DOI: 10.1590/1807-57622015.0257

Group chronicle: a tool for collaborative analysis and improvement of reflection on

action research

Taís Quevedo Marcolino(a) Aline Maria de Medeiros Rodrigues Reali(b)

(a) Departamento de Terapia Ocupacional, Universidade Federal de São Carlos (UFSCar). Rodovia Washington Luís, km 235. São Carlos, SP, Brasil. taisquevedo@ufscar.br

(b) Departamento de Teorias e Práticas Pedagógicas, UFSCar. São Carlos, São SP, Brasil, darr@ufscar.br

The functions that "group chronicle" (narrative of verbal and nonverbal events by a group of people discussing a common topic) might take on within action research projects relating to continuing healthcare education were analyzed. Professional practice was taken to encompass complex and tacit aspects within the social context, as proposed by the practice community. The starting point comprised action research results that used group chronicles as a non-dialectical tool. Thematic analysis was used on 31 excerpts of transcriptions of face-to-face meetings among the participants that contained the word "chronicle". Five functions were identified: facilitation of communication; engagement and identity construction; group memory and continuity of learning; raising of awareness of implicit aspects; and collaborative analysis. This tool addresses

educational-investigative projects that seek to promote reflection in order to improve healthcare practices and construct knowledge from this perspective.

Keywords: Continuing education. Qualitative research. Health knowledge, attitudes and practices. Healthcare manpower. Narrative.

The challenge of Permanent Education in Health: action-research contributions and

Community of Practice propositions

Changes in health care in Brazil are objects of politics aiming at humanization and

(2)

COMUNICAÇÃO SAÚDE EDUCAÇÃO 2016; 20(56):65-76

Permanent Education in Brazilian Health/PEH. The challenge is the transformation of learning

practices in continuous service/education ordered and imposed, verticalized, for professionals of

only one category, and centered in processes of technical-instrumental learning for participative

proposals, dialogical and that face the reality of people's work, in organization of work processes,

care and administration in health1-5.

For the effectiveness of these changes it is hoped that PEH crystallizes in collective and

critical-reflexive in the work4-8 processes, understanding the learning as dynamics, procedural,

resulting of the active engagement in the world, in a process of construction of meaning 9. Besides,

PEH demands to value the experiences so much lived by the professionals and the senses that were

built on that - given the tacit character on which the experience is constructed8, 9 - as the reflection

about the experience, that impels the professional to be conscious of what is tacit, to evaluate

actions and redefine meanings, being able, like this, to produce new knowledge10, 11.

PEH aims to face the crystallization of implicit patterns of organization, work and

attendance, because "frequently, problems seemingly of technical nature can express latent

conflicts in the manners of thinking and acting of the profissionais"4, p.897. Therefore to promote

the transformation by the education, the problem in subject needs to emerge, the people need to

recognize themselves in the singularity of the situation and be recognized in their needs and

creative-transforming potential4.

These presuppositions are also extolled by the action-research that, in the interface among

the fields of education and health, has been used for knowledge production and technology of

care, as well as of formation and profissional development12-17. This modality of qualitative

investigation is based on the collaborative production of know-how about a theme of practical

order, including all involved (researchers/authors and participants/actors) in reciprocal manners of

relationship and accepting the practice, aiming at improvement, when building intentional actions

seeking transformations18-21.

Some action-research projects in the field of health are referred to in the Community of

Practice and Identity (CoP)9 for presenting a theoretical-methodological structure that favors the

combination of these characteristics22-28. CoP implicates in the active participation of their

members, building and molding the knowledge in the dialogue with themselves and with the

others, encouraging the participants to reflect, investigate, analyze and collectively evaluate their

own actions, values and knowledge. The conductive axis is the negotiation of meanings, when

sharing and producing repertoires, knowledge, ways of making, instruments, histories.

CoP offers a structure that foments the continuity of the learning in the interaction

between the individuals' participation and the reification (what is produced by the participation) to

organize actions and interactions to produce new senses and new participation forms, always with

the focus on practice. The reification of the learning processes occurs in different materials

(3)

COMUNICAÇÃO SAÚDE EDUCAÇÃO 2016; 20(56):65-76

external markers favoring the perception and the conscience of what was produced, besides they

serve as support points for new reflections, around which the negotiation can be organized9.

In this way, Toledo, Giatti and Jacobi20, identified that action-researchs metodologically

structured to offer reflexive tools, nominated dialectics, and non-dialectics, that provide analyses

and results for the participants, provide greater implication of all involved in the research,

reciprocity in the relationships among researchers and actors19, 29 and participation in the project:

When discussing with the participants the results of these instruments, answers are supplied to

the inquiries, favoring, inclusive, the credibility of the methodology (reducing the resistance and

contributing to the understanding of the involved about the relevance of the problem in focus"20, p.

639

The use of the group chronicle as non-dialectic element in action-research

In our study30 we also found results similar to Jacobi, Giatti and Toledo20. Our

action-research was interested to understand the occupational therapists' professional development in

early career and to contribute to the increase of the reflexivity regarding practice and improvement

of the clinical reasoning. The 6 participating professionals in second year of Residence in

Occupational Therapy in Mental Health and the action-research was offered as an extension

activity. In this action-research, the dialectic elements were the fortnightly participation in loco in a

group reflection with an hour and a half of duration, along 10 months; and the writing of

reflexive diaries by each one of the participants, with the researcher's feedback, in communication

by e-mail31. The non-dialectic elements that were part of the methodological design were the

group chronicle; the devolutive of preliminary analysis of first six encounters and the devolution of

the final data analysis.

The group chronicle is characterized by a narrative of events (verbal and non-verbal) of an

encounter, of a group of people aiming at the discussion of a common theme, containing the

interpretation of what was discussed by the group and excerpts as examples of these

interpretations. This tool interferes theoretically and methodologically in the theory of operative

groups of Pichón-Rivière32, 33, that values the communication as key-element for learning. In the

operative group, besides the group coordinator's presence, who is responsible for facilitating the

communication, there is also the observer who, does not participate in the discussions, but is

present making notes about the verbal and non-verbal communication. The observer and the

coordinator are responsible for elaborating the group chronicle based on the descriptive report

made by the observer, considering what happened before the meeting and in the meeting itself,

the main theme and the most relevant contents discussed in the group, themes not understood and

(4)

COMUNICAÇÃO SAÚDE EDUCAÇÃO 2016; 20(56):65-76

In the context of the research, Lucchese and Barros34 suggest that the group chronicle can

be used as a field diary, and even as a stage of the analysis of data, due to the coordinator's and the observer’s joint collaboration.

In our action-research there was no participation of an observer. Like this, the encounters

were recorded in audio and transcribed, and starting from that transcription the chronicle was

elaborated. We read each passage of the transcription, to identify the subject on the agenda, so

much in temporary terms (a thing after the other) as causal (a thing because of the other), as it can

be seen in the Table 1. This strategy was thought of, initially, so that if a participant was absent,

would still know what had been discussed, as to serve as base for other discussions, as reified

material9. Elaborated, the chronicle was sent by electronic mail to all the members, who had the

commitment to read it before the next encounter of the group.

Table 01 – Excerpt of the chronicle of the fourteenth meeting of CoP²8

.

"[...] The group validated the researcher and collaborator´s statement, and placed the subject under the point

of view of PROFESSIONAL GROWTH, as to how much the maturity can lead to a greater peacefulness in

what refers to PROFESSIONAL SPECIFICITY, starting from experiences lived and reflected.

"'[...] what is this, not far from our thought what are we talking about today, makes total sense what you

are saying, what everybody is saying, then it makes sense because there is something within myself that

says this so, but why is it that when I am in practice this catches me in a way that seems like a virus, you

breathe in once, you are already contaminated – but it is not occupational therapy , why she wants to give

clay to her? She is a psychologist,she will give clay to her - [...] I think that maybe with experience [...] we

feel more tranquil in relation to our practice, [...] I don't know if we are in one moment of discovering, and

we are in several different places and the people demand different things starting from the understanding

they have regarding what we can do, and there we are very lost, [...] I think it is a professional immaturity

like this, at least this is how I feel, because makes total sense, [...] '"

'"[...] I think that this difference that you are bringing that makes sense, [...] among some thing that exists,

is experienced, reflected, experienced again, reflected again and experienced and reflected once again, is

the construction of experience and of the professional maturity that allows it to come forward with more

peacefulness, what you are saying that maybe for the time being I need a reminder every so often nd that

after a while this will come naturally, with the experience you are going to have, no, I believe.' "

"[...] Like this, I believe more and more that people who are more inconvenienced by its practice are the

ones who grow.'

[...]”

Considering the continuous process (18 encounters in group), in which the feed-back

offered by the group chronicle of the previous encounter was a constant element, we observed a

useful relationship established among the non-dialectic reified element (group chronicle) and the

(5)

COMUNICAÇÃO SAÚDE EDUCAÇÃO 2016; 20(56):65-76

Works that discuss the use of the narrative in the process of action-research of qualitative

evaluation, detach the capacity of the narrative to give voice to the multiplicity of subject an ample

way, linked, coherent, in approaching the best possible way the reality experience , as well as,

what was produced by the participantes13, 15, 35, 36. Besides, they indicate little exploration of

capacity of narrative as communication device, in the context of the action-research, as possibility

of the subjects to return to previous narrations in a circle of construction11 of meanings, just what

observed in our action-research, this characteristic of the group chronicle as communicative

potency.

This and other characteristics observed, as capacity of the tool to promote the

participation in the research and to support the recognition of the real problems to be worked in

CoP27, they led us to systematize this experience and to understand which aspects surrounded the

use of the group chronicle as formative and investigative tool in the action-research process.

Methodology

To understand which aspects surrounded the use of the group chronicle developed of

action-research, we located the "chronicle" word in all of the transcriptions of conversations in CoP

encounters with the tool of localization of words in software text editor. The word was found 32

times. When analyzing the context in which they were inserted, as well as their meaning, only one

contained sense different from " group chronicle " (chronicle as literary style). Those excerpts (the

word in the context of the conversation) were submitted to thematic analysis 37, looking to reveal

their nucleus of sense, the constancy and the importance of repetition to reveal to what purpose

the tool was rendering.

Results

Five nucleus of sense in the conversation of the CoP participants' were identified during the

encounters. They contained the word "chronicle". The analysis of the themes pointed out five

functions that this tool performed during the development of CoP, favoring group participation

,collaborative learning and validation of the researcher's interpretations that occured in previous

encounters: 1. to facilitate communication; 2. to support commitment and construction of group

identity; 3. to guarantee memory of the group and continuity of the learning; 4. To allow

awareness of implicit aspects; 5. To allow collaborative analysis by evaluation of interpretation.

1. To facilitate the communication

Sometimes when the word "chronicle" appeared in the conversations of CoP, it had the

(6)

COMUNICAÇÃO SAÚDE EDUCAÇÃO 2016; 20(56):65-76

discussion, to offer guidelines, to reduce the anxiety of facing the unknown - mainly in the first

encounters of the group, as previous production was presented. This function was used quite a lot

by the coordinator/researcher, aiming to facilitate the communication and to propitiate

conversation so that people would become involved and participate.

"[...] reading the chronicle, reading again our history in the last group, […] one of the things that most appeared […] it was that interaction and me [...] How much this [...] it is suffered by both

sides, [...] " (researcher, fourth encounter)

"[...] I made a copy for each one, […]I would like to know if you agree this proposal of recovering a

little... [...] " (researcher, fifth encounter)

"[...] I am remembering the chronicle, when somebody speaks like this: [...] " (Mariana, second

encounter)

I "think only to retake […] the chronicle of the last encounter, […] we began to choose themes that the group […] is interested to discuss [...] " (researcher, sixth encounter)

I "think I would feel a little bit lost... and when I read it I felt myself calming down [...] " (Mariana,

second encounter)

2. To support commitment and construction of the group identity

In these excerpts, the word "chronicle" was inserted in the CoP participants conversation

when they identified with what had been said, and, a lot of times, being aware of themselves in

the excerpts of the speeches. This movement seemed to go towards the proposition of

construction of identity and engagement in participating in the enterprise 8, or even, in the

propositions of the action-research16, favoring the implication in the collaborative work, as in the

following passages:

"I found interesting to see our speech […] writing: Wow, did I say that! You read and later you

think: Yes, I said that [...] " (Marisa, third encounter)

" […] they were things that I also felt, but some of them I didn't put in the diary, therefore it was

very familiar for me what was discussed." (Mariana, third encounter)

"I was thinking: Wow, incredible! I said: Heavens, wanted to be there and a pleasant sensation

(7)

COMUNICAÇÃO SAÚDE EDUCAÇÃO 2016; 20(56):65-76

see that everybody experiences these anguishes, for these doubts. It was also touching, the

speeches, how they were presented, what the people brought." (Fernanda, fifteenth encounter)

3. To guarantee the memory of the group and the continuity of the learning

The passages of this category demonstrate that chronicle of the group was used as

reification of the group production, allowing access to the information for who was absent, and

recovery of themes already discussed. That function propitiated that the learning process would not

suffer paralyzation, interruption, disagreement or misunderstanding.

"I was not here, I think it was very good, I liked a lot to have had this access, [...] " (Mariana, third

encounter)

“To have this resource, […], the memory of the group." (Marisa, third encounter)

" […] be able to read the seventh chronicle, that several themes already had appeared, in another

manner, this responsibility already had appeared before, in another context, but sometimes the

themes return. They returned again now." (researcher, eighth encounter)

"Then I think it was also comfortable, it is a care, they are speeches, but of this group, as how we

were building, and here is a thing constructed, not only what each one was speaking in the other

week, in the other encounter." (Cecília, third encounter)

4. To allow awareness of implicit aspects

Given the tacit character on which the experience is built and its importance for the daily

professional practice, the constituent excerpts of that theme reveal this implicit character, and to

review what was talked in the group permitted to choose new ways, to be more conscious of

conflicts, to evaluate actions and redefine significance. The moments of greater impact in CoP, in

the sense to redirect the collaborative work and to elaborate tensions, they were characterized by

the awareness of aspects until then unknown27.

“Wow, I had no idea! […] I had no idea that had spoken about other things, [...] " (Fernanda, fifth

encounter)

"I was under the impression that I was way out of the proposal from the group in the other week

and there reading, I was: its has a lot to do with the fact of being a therapist, in the initial sense of

(8)

COMUNICAÇÃO SAÚDE EDUCAÇÃO 2016; 20(56):65-76

"Always when I read: how many thing! Seems that we don't have the dimension of everything that

we said, of everything that was said. I have this sensation, and it is good to look back on what we

experienced, to look and to see everything that [...] happened." (Marisa, eighth encounter)

5. To permit colaborative analysis through the evaluation of the interpretation

Although great part of validation of the researcher's interpretations is visible in the excerpts

relative to other functions, some excerpts, in smaller amount within the ambience of all the

encounters, were directly related to the participants' appreciation regarding the form and the

contents of the chronicle, as well as of the researcher in inviting the participants to this

appreciation.

Hi there [...]? I have asked you to take a look at the chronicle, and what did you think [...]? "

(researcher, eighth group)

"[...] very nice idea of you to share with us also what you were thinking, […] ' (Mariana, third

encounter)

"And I also found it was interesting to know how you will prepare this report. I found interesting to

also have access to what you do [...] " (Tatiane, third encounter)

Well... it is very good like this." (Tatiane, eighth group)

Discussion

The first and second categories highligth the function of the chronicle to facilitate the

communication of the group, as well as the participation and the construction of the identity in

CoP. The active participation, implicated, can be considered the motivating element of

action-research17, indispensable to guarantee the quality and effectiveness of the project, as all the

involved subjects build a sense of belonging 21.

Relationships9 are shown between participation and identity, as construction of an identity

goes by the negotiation of senses of the experience of being member in social communities. Like

this, the practice under the aspect of the identity can be understood as a field of negotiation in the

ways of being "a person" in this context, in a process of mutual constitution between individual and

community, considering the resulting tensions of the inherent conflict between individual and

(9)

COMUNICAÇÃO SAÚDE EDUCAÇÃO 2016; 20(56):65-76

The chronicle of the group seemed to favor "becoming member" of a CoP, that when

stating the recognition of that belonging, for the speeches submerged in the text, define the

participation of each one within the whole construction. Like this, the participants were called on to

deal with the identity that the group was producing and to negotiate their identity before this new

community.

The construction of the identity is procedural and temporal9. Like this, what is aimed at in a

action-research is that the participants negotiate meanings and reach clarity of what they value as

important or not, for certain theme and certain practice, what contributes to this community's

identity and what can be left aside.

This way, the functions of the chronicle facilitating communication, to favor engagement

and construction of identity in a individual-community process seems to favor the identification of

the problem to be faced/ discussed/negotiated and to increase the participants' perception about

her implication in action-research to establish processes of identity negotiation between what they

want and the one that the community longs for. These characteristics propitiate group work on

tensions generated regarding knowledge construction, considering that research modality is totally

dependent on the participation of the subjects18, 29.

The action-research demands a process of actors' transformation in to authors19, 30. In a

perspective of the “thinking” professional, it is about transforming professionals into investigators

of their own practice, in the context in which it occurs10. For effectiveness of changes in care

practices, the reflection process - considered a thought linked to the action and that it demands a

different action from the routine, enlarging the understanding of the relationships with other

experiences and ideas and creating conditions for the continuity of the learning38, 39.

The reflection process has the potential of bringing to the surface the implicit aspects of

the practice10. Like this, the group chronicle, placed as reified object of participation of the subjects

in CoP, acted as an external mark favoring the conscience of what the group produced and of tacit

aspects not noticed previously, which favored new reflections, around which the negotiation can

be organized9.

We would like to highlight that the chronicle was the tool used to sediment the

participants' speech, the speech itself a form of reification, however so ephemeral that it seems

participation. When reified in narrative form, the speech becomes independent of the person9 and

the narrative starts to mediate speech and action13. Like this, the group chronicle doesn't just deal

with the past, but it can be used to change the focus, to allow new ways of understanding and

establishing new relationships. In this context, what is new can be transformed in knowledge,

which is the ideal context for learning and creation of knowledge9.

In our study, the group chronicle was used not only as non-dialectic element, in the

perspective of giving back the interpretations/results of the research team to the participants in a

single moment, but, inserted in an enlarged process (ten months, in fortnightly encounters)

(10)

COMUNICAÇÃO SAÚDE EDUCAÇÃO 2016; 20(56):65-76

continuity of the narrative/chronicle also demonstrated its capacity to foment the communication

in a fluent and porous13 way, supplying as much the learning process as the research.

Like this, when validating the researcher's interpretations regarding the speech of the

previous encounter, the participants also propitiated that the analysis of research data would be

continuous and preliminarily made and validated (fifth category). The group chronicle favored the

systematization process and objectivation of data, while elucidated theme focus in discussion,

guaranteeing what was named constructed visibility14.

When opening spaces for elements until then unknown, the chronicles tensioned speech

and action, generating useful elements for the action-research, and giving visibility to what is

subjective and particular, difficult to access in eventual research methodologies, and that do not

depend so much on active participation of subjects/actors.

Final considerations

In this article, we aimed to elucidate aspects relative to the use of "group chronicle", tool

so much for promotion of reflection, as for collaborative analysis in a action-research process. This

way, it was possible to reveal that such tool can contribute to favor the communication in group

processes, to foment the participation of subjects/actors in action-research and to favor identity

negotiation/construction in the project.

The interaction between participation of subjects and result of this participation, as group

chronicle, favored the enlargement of knowledge on the theme/problem in discussion14,

contributing to the knowledge production and care in health that, most of the time, includes

problems of complex nature, of transdisciplinary challenges towards successful interventions12, 17, 20.

The group chronicle also propitiated a process of collaborative production of knowledge,

when offered as device of recovery of previous production (memory) and that, mainly, it served as

independent device of the subject9, so that new reflections would be elaborated, in a continuous

process.

The references used for construction of our research 28, as the Community of Practice and

Identity9, Practical Rationality 10,11 Epistemology and the referential of the action-research18, 29, were

same ones for the analysis of results of this study and it was possible to establish positive

relationships between different complementary themes: fomentation of changes in practice, in our

case, in healthcare; professional and collaborative learning; the nature of practice and reflection on

it as mechanism of knowledge construction; the participation of subjects/actors for knowledge

construction regarding the practice and aiming at its improvement; and action-research.

From the point of view of PEH ( Permanent Education in Health), these references, as well

as " group chronicle" tool, seem to adjusts to the objectives of an education for Unique System of

Health starting from the tensioning of the work processes, organization and management1-8.

(11)

COMUNICAÇÃO SAÚDE EDUCAÇÃO 2016; 20(56):65-76

of any formative process, the group chronicle can be used as an extra strategy, that favors

construction of a practice community's identity that searches for changes in the Health.

However, if the process of PEH does not insert in a formal action-research, considering the

long time required for the accomplishment of transcriptions and elaboration of the chronicle, other

strategies can be thought of, as the group observer's presence, or even of participant members

that, in certain encounters, assume the task of registration and construction of the

narrative/chronicle.

As researchers, we would like to emphasize that the exercise of elaboration of the group

chronicle permitted with that we were, constantly, immersed in the research, identifying subjects,

questioning, contemplating on which possible actions would adjust better for certain situation. It

was a feedback process between intervention and research, fomentation of reflexivity in the

research team, and enlargement of range of subjects relative to the project, registered in the field

diary.

In relation to the limits of this article, we recognize that our analysis was based on a single

experience and, like this, our objective was limited to elucidating some aspects relative to the use

of this tool.

Therefore, we highlighed the functionality of the group chronicle as a tool that envisages

educational and investigative projects that aim for promotion of reflection on improvement of care

practices in health, and action-research projects interested in understanding aspects of the practice

from the point of view of how professionals understand it and to build knowledge in this context.

Collaborators

The authors worked together in all the stages of the production of the manuscript.

References

1. Ministério da Saúde. Política de educação e desenvolvimento para o SUS: caminhos para a educação permanente em saúde. Brasília (DF): Ministério da Saúde; 2004.

2. Portaria nº 198/GM, de 13 de fevereiro de 2004. Institui a Política Nacional de Educação Permanente em Saúde como estratégia do Sistema Único de Saúde para a formação e o desenvolvimento de trabalhadores para o setor e dá outras providências. Brasília (DF): Ministério da Saúde; 2004.

3. Portaria nº 1.996/GM, de 20 de agosto de 2007. Dispõe sobre as diretrizes para a implementação da política nacional de educação permanente em saúde e dá outras providências. Brasília (DF): Ministério da Saúde; 2007.

4. Batista KBC, Gonçalves OSJ. Formação dos profissionais de saúde para o SUS: significado e cuidado. Saude Soc. 2011; 20(4):884-9.

(12)

COMUNICAÇÃO SAÚDE EDUCAÇÃO 2016; 20(56):65-76 6. Ceccim RB, Feuerwerker LCM. O quadrilátero da formação para a área da saúde: ensino, gestão, atenção e controle social. Physis. 2004; 14(1):41-65.

(13)

COMUNICAÇÃO SAÚDE EDUCAÇÃO 2016; 20(56):65-76 7. Silva JAM, Ogata MN, Machado MLT. Capacitação dos trabalhadores de saúde na atenção básica: impactos e perspectivas. Rev Eletron Enferm. 2007; 9(2):389-401.

8. Souza AMA, Galvão EA, Santos I, Roschke MA. Processo educativo nos serviços de saúde. In: Santana JP, Castro JL, organizadores. Capacitação e desenvolvimento de recursos humanos de saúde – CADRHU. Brasília (DF): Ministério da Saúde, Organização Pan-Americana da Saúde, Universidade Federal do Rio Grande do Norte; 1999. p. 215-32.

9. Wenger E. Communities of practice learning, meaning and identity. Cambridge: Cambridge University Press; 1998.

10. Schön D. The reflexive practitioner. New York: Basic Books; 1983.

11. Schön D. Educando o profissional reflexivo. Porto Alegre: Artmed; 2000.

12. Berger S, Giffin K. Serviços de saúde e a violência na gravidez: perspectivas e práticas de profissionais e equipes de saúde em um hospital público no Rio de Janeiro. Interface (Botucatu). 2011; 15(37):391-405.

13. Furtado JP, Onocko-Campos RT. Participação, produção de conhecimento e pesquisa avaliativa: a inserção de diferentes atores em uma investigação em saúde. Cad Saude Publica. 2008; 24(11):2671-80.

14. Queiroz A, Cardoso L, Heller L. O uso da pesquisa-ação para a avaliação e o aprimoramento de práticas integradas para a vigilância da qualidade da água para consumo humano: potencialidades e desafios. Eng Sanit Ambient. 2012; 17(3):277-86.

15. Smeke ELM, Oliveira NLS. Avaliação participante de práticas educativas em serviços de saúde. Cad CEDES. 2009; 29(79):347-60.

16. Silvério M, Patrício Z. O processo qualitativo de pesquisa mediando a transformação da realidade: uma contribuição para o trabalho em equipe em educação em saúde. Cienc Saude Colet. 2007; 12(1):239-46.

17. Pessoa VM, Rigotto RM, Arruda CAM, Machado MFAS, Machado MMT, Bezerra MGV. Pesquisa-ação: proposição metodológica para o planejamento das ações nos serviços de atenção primária no contexto da saúde ambiental e da saúde do trabalhador. Interface (Botucatu). 2013; 17(45):301-14.

18. Desroche H. Pesquisa-ação: dos projetos de autores aos projetos de atores e vice-versa. In: Thiollent TM, organizador. Pesquisa-ação e Projeto Cooperativo na perspectiva de Henri Desroche. São Carlos: EDUFSCar; 2006. p. 33-68.

19. Pineau G. Emergência de um paradigma antropoformador de pesquisa-ação-formação transdisciplinar. Saude Soc. 2005; 14(2):102-10.

20. Toledo RF, Giatti LL, Jacobi PR. A pesquisa-ação em estudos interdisciplinares: análise de critérios que só a prática pode revelar. Interface (Botucatu). 2014; 18(51):633-46.

(14)

COMUNICAÇÃO SAÚDE EDUCAÇÃO 2016; 20(56):65-76 22. Barnett S, Jones SC, Benett S, Iverson D, Bonney A. General practice training and virtual communities of practice: a review of literature. BMC Fam Pract. 2012; 13(87):1-12.

23. Bennett-Newby D, Kim Y-M. Organizational structure, community of practice and patient safety. J Inform Knowl Manag. 2012; 11(4):1-7.

24. Coleman A. A virtual community of practice framework to support doctors’ practices in national health

insurance (NHI) in South Africa. Stud Ethno-Med. 2012; 6(3):155-60.

25. Hardyman W, Bullock A, Brown A, Carter-Ingram S, Stacey M. Mobile technology supporting trainee

doctors’s workplace learning and patient care: an evaluation. BMC Med Educ. 2012; 13(1):6.

26. Ho K. A collaborative quality improvement model and electronic community of practice to support sepsis management in emergency departments: investigating care harmonization for provincial knowledge translation. JMRI Res Protoc. 2012; 1(2):6.

27. Marcolino TQ, Reali AMMR. Rotas dissonantes e comunidade profissional: pistas para promover a aprendizagem colaborativa. In: Reali AMMR, organizadora. Desenvolvimento profissional da docência: teorias e práticas. São Carlos: EdUFSCar; 2012. p. 281-98.

28. Reilly JR. Faculty development for e-learning: a multi-campus community of practice (COP) approach. J Asynchronous Learn Netw. 2012; 16(2):99.

29. Thiollent M. Pesquisa-ação e Projeto Cooperativo na Perspectiva de Henri Desroche. São Carlos: EdUFSCar; 2006.

30. Marcolino TQ. A porta está aberta: aprendizagem colaborativa, prática iniciante, raciocínio clínico e terapia ocupacional [tese]. São Carlos (SP): Universidade Federal de São Carlos; 2009.

31. Marcolino TQ, Reali AMMR. El trabajo del mentor: análisis de los feedbacks de diarios reflexivos a lo largo de un proceso de mentoría en grupo. Rev Iberoam Educ. 2010; 52(6):1-12.

32. Baremblitt G. Grupos: teoria e técnica. 2a ed. Rio de Janeiro: Graal; 1986.

33. Pichón-Rivière E. O processo grupal. São Paulo: Martins Fontes; 2005.

34. Lucchese R, Barros S. A utilização do grupo operativo como método de coleta de dados em pesquisa qualitativa. Rev Eletron Enferm. 2007; 9(3):796-805.

35. Furtado JP, Onocko-Campos RT, Moreira MIB, Trapé TLA. Elaboração participativa de indicadores para a avaliação em saúde mental. Cad Saude Publica. 2013; 29(1):102-10.

36. Onocko-Campos RT, Furtado JP. Entre a saúde mental e a saúde coletiva: um instrumental metodológico para avaliação da rede de Centros de Atenção Psicossocial (CAPS) do Sistema Único de Saúde. Cad Saude Publica. 2008; 22(5):1053-62.

(15)

COMUNICAÇÃO SAÚDE EDUCAÇÃO 2016; 20(56):65-76 38. Rodgers C. Defining reflection: another look at John Dewey and reflective thinking. Teach Coll Rec. 2002; 104(4):842-66.

Referências

Documentos relacionados

familial recurrence for communication disorders or learning dificulties, and present a modiication of phonological working memory and phonological awareness during the irst

Portanto, a abordagem desenvolvida por Malhotra, Chug e Khosla [48], contribuiu para a priorização de classes infectadas por smells de código baseada no cálculo do valor do

O fungicida mais utilizado e mais eficiente no controle do míldio e antracnose é a calda bordalesa, entretanto, a calda bordalesa assim como todos os cúpricos, tem o

Sin embargo, la estabilidad macroeconómica también genera nuevas vulnerabilidades, pues atraen cantidades inmensas de capital externo que deprecian el dólar en el

4.1. Ratificam-se os termos das Condições Gerais que não foram expressamente alterados pela presente Cobertura Adicional... Garantir ao Segurado, até o limite máximo de

A Lingüística Funcional é uma abordagem alicerçada na perspectiva de estudar a língua como meio de interação social, cuja principal função é promover a

[r]

O ponto de partida no desenvolvimento da ontologia consistiu na busca da informação necessária para dar resposta às inevitáveis questões sobre o domínio e